Term 1:

Self-Reported Grades/Student Expectations

Teacher Submissions - Brad Dayton

Question 1: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

I am having my students theme track while we read Fahrenheit 451. Each row is responsible for finding a different theme in the novel. They all have a tracking sheet and if they find evidence of that theme while we are reading, they write the page number down, the context, a quote that supports their theme and a short analysis explaining why it fits.

Question 2: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

It will help them to pay attention during read aloud and be able to make connections and support those connections with proof.

Questions 3: What problems do you foresee?

It may be too difficult for my lower learners if I don't scaffold well.

Question 4: How do you plan on measuring the effectiveness?

The evidence on the theme tracking sheet will show how well they understood the theme.



Teacher Submissions - Clint Roberts

Question 1: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

I plan to have my Guitar Class students fill out their own grading rubric for their "Teach A Song" presentations. In the past I have been the one to give them a grade. I would like them to have that opportunity.

Question 2: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

It will allow the students to see exactly what is required to have a successful presentation and to work towards that while they prepare.

Questions 3: What problems do you foresee?

I can see how students will either be way too easy on themselves or way too harsh.

Question 4: How do you plan on measuring the effectiveness?

I plan to also score them with a rubric and then compare the two rubrics and see how closely the scores relate.

Teacher Submissions - Micah Bradshaw

Question 1: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

With my Math 2 students (sophomores) I am having the give a "self-graded" score the class after I teach the material based on the effort they put into the assignment or task. I have created a rubric 0-5 on how to assess.

Question 2: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

They need to start learning to take responsibility for their own learning. I am hoping that this will help them start to see that they are, or aren't putting forth a lot of effort.

Questions 3: What problems do you foresee?

Lying....that is why I only made it 5/20 points.

Question 4: How do you plan on measuring the effectiveness?

They should come back to class with questions IF they are actively working on the homework. I can tell if a student is giving themselves 5/5 on the homework, never asking questions and failing tests and quizzes that maybe a bit more effort needs to be happening. If an entire class is coming back with similar questions, it gives me a chance to reteach and clarify before going on.


Teacher Submissions - Deon Youd

Question 1: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

To start with, I want to experiment with self-reported grades with my ACT Prep class and my AP Language classes. In ACT Prep, I plan to give my students a full-length practice test to start the second term. Before they test. I'm going to ask them to predict their score. Then after the test, I will have them reflect on their predicted score, their desired score, and what is causing the gap between the two scores. Then we'll work on ways to improve their scores. In AP, I will follow a similar pattern. I will use their in-class practice essays to complete the process.

Question 2: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

This will allow them to become metacognitively aware of where they are and what needs to happen to progress. The reflection process is critical in helping them monitor their progress and set new goals.

Questions 3: What problems do you foresee?

I don't want my students to think that they "max out" at a specific score. I need to be diligent in helping them set new goals that are achievable.

Question 4: How do you plan on measuring the effectiveness?

I will check the calibration of the scores they give to themselves against the scores that they actually earn. I will track their goal setting and improvement.

Teacher Submissions - Alex Minson

Question 1: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

I have actually restructured my entire grading protocol to more fully implement self-reported grades/student expectations in my class. Instead of basing my grades off of how well students do on individual assignments, my grades will be based fully on an end-of-term conference that students will have one-on-one with me where they will tell me what grade they believe they have earned and then justifying that based on the standards and objectives that we have discussed. The students will need to draw on evidence from assignments that they have worked on throughout the term in order to justify their depth of knowledge level that they grade themselves at.

Question 2: Describe how you plan on implementing self-reported grades/student expectations in your class. Be specific.

Because grades will no longer be doled out based on points which can seem arbitrary, especially to students, and instead will focus on standards and learning, hopefully, students will have a little more ownership and accountability.

Questions 3: What problems do you foresee?

Students not taking it seriously and just trying to skate by. I also think that some students will be much too critical of themselves.

Question 4: How do you plan on measuring the effectiveness?

I didn't really think about this too much when I was planning out this restructuring, unfortunately. In the second term though, I plan on keeping two sets of books-- one with traditional grades that only I will see, and one with self-reported grades. This way I will be able to check the validity a little bit closer.

Teacher Guidelines

Term one's focus is on self-reported grades/student expectations. Hattieā€™s research identifies self-reported grades/student expectations as having the largest effect size on student achievement (1.44). We would love every teacher to participate in our school-wide effort to implement John Hattie's research.

Now that your department has brain stormed ways to use self-reported grades it is time to implement it in your individual classrooms. The first step is to submit a plan. This shouldn't take long. Simply answer the few questions on THIS form to get yourself started. At the end of the term, after implementing your plan and monitoring your results, fill out THIS final form to self-evaluate and share your results.

Any teacher that participates in both the planning and evaluation survey will be entered into a drawing for a gift certificate. Any teacher that participates in three of the four term planning and implementation projects will be entered into a final drawing for prizes.


Due Dates for Term 1:

I will send out reminders about due dates.


This is not meant to overhaul your teaching or to add significantly to your workload. Impactful change and visible learning can come from small , simple changes.


Remember, good teaching is not an accident!



Self-reported Grades/Student Expectations Resources: